Quantum tomography via equidistant states

We study the possibility of performing quantum state tomography via equidistant states. This class of states allows us to propose a non-symmetric informationally complete POVM based tomographic scheme. The scheme is defined for odd dimensions and involves an inversion which can be analytically carried out by Fourier transform

Waste-based materials in residential house construction

Waste from the construction sector has been increasing considerably in recent years, making it urgent to find alternatives to this waste that will enable us to preserve the environment and ecosystems. Many studies demonstrate the viability of using this and other waste in the construction sector, such as wood, ashes, and plastics. This article presents a review of research works where residual materials have been applied in the construction sector. To achieve this objective, a total of 35 articles were reviewed, published in English-speaking journals between 2015 and 2023. This review shows that, although in recent years efforts have been made for the application of waste materials in the construction sector has been significant, however, there is still work to be done in the study of the behavior of these residual materials, such as the emission of greenhouse gases, as well as the importance of residual materials pretreatment to ensure compatibility with the rest of the components. Another important aspect is that most studies consider environmental aspects without taking into account social and economic issues surrounding them in the construction sector

Clinical, radiological and therapeutic features of keratocystic odontogenic tumours: a study over a decade

Factors associated with the potential for recurrence of keratocystic odontogenic tumours (KCOT) still remain to be clearly determined and no consensus exists concerning the management of KCOT. The purpose of this study was to evaluate different clinical factors associated with KCOT and its treatment methods. A retrospective review was performed of 55 cases treated from 2001 to 2010. Of the 55 cases, 27% were associated with an impacted or semi- impacted tooth. The majority of the lesions (82%) were located in tooth-bearing areas, and the overall mandibular to maxilla ratio of tumour occurrence was 5:1. The treatment options included enucleation, marsupialisation, or peripheral ostectomy, with or without the use of Carnoy ?s solution. Recurrence was found in 14 cases (25%). No significant association was seen between recurrence and age, symptomatic cases, location of the lesion, or unilocu - lar or multilocular appearance. The recurrence rate was higher in the group with tooth involvement, more marked in cases with third molar involvement. Statistical analysis showed a significant relation between recurrence and the type of treatment, with higher rates in cases treated with enucleation associated with tooth extraction. In our series, those cases with a closer relation with dental tissues showed a higher risk of recurrence, suggesting the need for a distinct classification for peripheral variants of KCOT

New Superhard Phases for 3D C60-based Fullerites

We have explored new possible phases of 3D C60-based fullerites using semiempirical potentials and ab-initio density functional methods. We have found three closely related structures - two body centered orthorhombic and one body centered cubic - having 52, 56 and 60 tetracoordinated atoms per molecule. These 3D polymers result in semiconductors with bulk moduli near 300 GPa, and shear moduli around 240 GPa, which make them good candidates for new low density superhard materials.Comment: To be published in Physical Review Letter

El saber pedagógico y epistémico en educación especial y su reto migratorio hacia la educación inclusiva

The purpose of this article of reflection is to share ideas of the comprehensive framework in the pedagogical and epistemic knowledge of Special Education. What it allows, to address the constructions facing the paradigmatic shift of migration towards an Inclusive Education that from the XX century takes a leading character in the pedagogical knowledge of Latin American education. Among the discourses that Inclusive Education involves, there is equality of opportunities, with evident epistemological gaps within pedagogical knowledge, generating hybrid and incoherent subtleties referring to the challenges and dilemmas that the inclusion of students in traditional educational systems tends to. These paradigmatic and epistemological dilemmas that surround this migration of a traditional knowledge in Special Education, is the reason for critical analysis, which is bearable to problematize the inconsistencies that are being generated as a result of the re-signification of a pedagogy, that from its Early considered an education under normalization processes, with exclusionary and even tendencies and that currently presents transforming ideas, on an approach in evolution that seeks an episteme based on Inclusive Education.El propósito del presente artículo de reflexión es compartir ideas del marco comprensivo en el saber pedagógico y epistémico de la Educación Especial. Lo que permite, abordar las construcciones que enfrenta el cambio paradigmático de migración hacia una Educación Inclusiva, que a partir del siglo XX toma un carácter protagónico en los saberes pedagógicos de la educación latinoamericana. Entre los discursos que involucra la Educación Inclusiva, se encuentra la igualdad de oportunidades, con evidentes vacíos epistemológicos al interior del saber pedagógico, generando sutilezas híbridas e incoherentes referente a los desafíos y dilemas que propende la inclusión de estudiantes en los sistemas educativos tradicionales. Estos dilemas paradigmáticos y epistemológicos que ronda esta migración de una tradicionalidad de saberes en la Educación Especial, es el motivo de análisis crítico, que es llevadero para problematizar las inconsistencias que se están generando producto de la re-significación de una pedagogía, que desde sus inicios consideró una educación bajo procesos de normalización, con tendencias exclusoras e inclusoras y que actualmente presenta ideas transformista, sobre un enfoque en evolución que busca una episteme fundada en la Educación Inclusiva

El saber pedagógico y epistémico en educación especial y su reto migratorio hacia la educación inclusiva

The purpose of this article of reflection is to share ideas of the comprehensive framework in the pedagogical and epistemic knowledge of Special Education. What it allows, to address the constructions facing the paradigmatic shift of migration towards an Inclusive Education that from the XX century takes a leading character in the pedagogical knowledge of Latin American education. Among the discourses that Inclusive Education involves, there is equality of opportunities, with evident epistemological gaps within pedagogical knowledge, generating hybrid and incoherent subtleties referring to the challenges and dilemmas that the inclusion of students in traditional educational systems tends to. These paradigmatic and epistemological dilemmas that surround this migration of a traditional knowledge in Special Education, is the reason for critical analysis, which is bearable to problematize the inconsistencies that are being generated as a result of the re-signification of a pedagogy, that from its Early considered an education under normalization processes, with exclusionary and even tendencies and that currently presents transforming ideas, on an approach in evolution that seeks an episteme based on Inclusive Education.El propósito del presente artículo de reflexión es compartir ideas del marco comprensivo en el saber pedagógico y epistémico de la Educación Especial. Lo que permite, abordar las construcciones que enfrenta el cambio paradigmático de migración hacia una Educación Inclusiva, que a partir del siglo XX toma un carácter protagónico en los saberes pedagógicos de la educación latinoamericana. Entre los discursos que involucra la Educación Inclusiva, se encuentra la igualdad de oportunidades, con evidentes vacíos epistemológicos al interior del saber pedagógico, generando sutilezas híbridas e incoherentes referente a los desafíos y dilemas que propende la inclusión de estudiantes en los sistemas educativos tradicionales. Estos dilemas paradigmáticos y epistemológicos que ronda esta migración de una tradicionalidad de saberes en la Educación Especial, es el motivo de análisis crítico, que es llevadero para problematizar las inconsistencias que se están generando producto de la re-significación de una pedagogía, que desde sus inicios consideró una educación bajo procesos de normalización, con tendencias exclusoras e inclusoras y que actualmente presenta ideas transformista, sobre un enfoque en evolución que busca una episteme fundada en la Educación Inclusiva

Transcultural adaptation and validation of the Spanish language version of the questionnaire OQLQ for the assessment of quality of life in orthognathic patients

Orthognathic surgery is the cornerstone of the treatment of dentofacial deformities, which have a great psychological and social impact on the life of the patient. Patient satisfaction and the impact on quality of life have recently become clinical parameters of growing importance. The aim of this study was to undertake a transcultural adaptation, translation to Spanish and validation of this version of the questionnaire OQLQ, used to measure quality of life in the context of Spanish culture. Validation of the OQLQ questionnaire to the Spanish language was carried out through the methodology of translation and back translation, conceptual equivalence and piloting. The Spanish version was applied through a cross-sectional study to a total of 50 patients undergoing orthognathic surgery. The adapted and validated version showed adequate metric properties of reliability, change sensitivity and validity. In this study, a positive impact of orthognathic surgery on the specific quality of life was evident in 96% of patients, with an average improvement of 58% with respect to the initial score. Dentofacial deformities have a marked negative impact on the lives of patients, with orthognathic surgery being a therapeutic tool of great value in improving the quality of life in social, functional and aesthetic terms. The pilot test of this Spanish language version of the OQLQ proved valid for the assessment of quality of life in Spanish-speaking orthognathic patients or those with a Spanish culture

Productive Performance of Growing Cattle Grazing a Silvopastoral System with \u3cem\u3eLeucaena leucocephala\u3c/em\u3e

In tropical regions, the feeding of cattle is usually based on the grazing of medium to low quality grasses. Low fertility of soils, changing climatic conditions and the poor management of pastures, have further reduced the quality and forage yield of pastures. The low availability and quality of grasses gives modest weight gains for grazing cattle and this in-turn causes low economical efficiency of cattle production systems (Campos et al. 2011). Silvopastoral systems represent a sustainable option for meat and milk production in the tropics. The association of grasses with legumes such as Leucaena leucocephala (leucaena) supply forage with high concentration of crude protein (Barros et al. 2012). There are reports in the scientific literature which show that intake of leucaena can result in good rates of growth in cattle (e.g. Shelton and Dalzell 2007); however the presence of the free amino acid mimosine and its metabolites (3,4-DHP and 2,3-DHP) in leucaena when the anaerobic bacteria Synergistes jonesii (Allison et al. 1992) is absent from the rumen, may induce subclinical toxicity in grazing ruminants (Graham 2007; Dalzell et al. 2012; Phaikaew et al. 2012). There are no reports in Mexico regarding the rate of growth of cattle grazing silvopastoral systems with leucaena. The aim of the present work was to evaluate the rate of growth of cattle grazing an association of Panicum maximum and leucaena compared to that of cattle fed a high grain ration (feedlot)

Women as Industry 4.0. entrepreneurs : unlocking the potential of entrepreneurship in higher education in STEM-related fields

Industry 4.0 is the realization of digital transformation including enhanced productivity and flexibility due to real-time decision making which is possible due to the high-speed internet, the internet of things, and smart machines capable of autonomously exchanging information, triggering actions, and controlling each other independently. A high level of education and skills is increasingly more important in the job market over the next years necessitating finding a balance among behavioural, technological, analytical, and entrepreneurial skills. EU and governments worldwide should invest in closing the gender gap in science, technology, engineering, and mathematics (STEM) education as this will directly impact the economic growth. Even though there is some progress in the hiring percentage of women in large technological companies, a clear glass ceiling in leadership roles still remains. Here, we have undertaken a pilot study at University Complutense of Madrid (UCM, Spain) aimed at empowering women in academia to transition from the “publish or perish” paradigm towards creating and protecting their intellectual property to close the gender gap in STEM fields and leadership roles and training to fuel the development of innovative start-ups addressing societal challenges. A total of 20 participants inclusive of UCM staff and postrgraduate and postdoctoral researchers were enrolled after successfully obtaining at least a score of 5 out of 10 in custom-made Entrepreneurial competency test provided by Business and Professional Women Association (BPW, Spain) and theGrowBox Innovation Ltd. The study, approved by the UCM ethical committee, was conducted after participants engaged and completed a training program on “Enterpreneurship in STEM-related fields in Higher Education” aimed to introduce the participants to the entrepreneurial world. Programme involved a structured training programme covering the (i) business canvas design, (ii) development of minimum viable product (MVP), (iii) market evaluation, (iv) finance analysis using the Growbox platform, (v) introduction to venture capital, and (vi) human resources management followed by individual mentoring sessions prior completion of their business plans that were pitched to a panel of mentors and BPW representatives. Finally, all participants completed an anonymous survey of 12 open questions to evaluate the impact of the training in awakening the entrepreneurial spirit in academic researchers in Higher Education in STEM-related fields. Three quarters of participants were novices in terms of Enterpreneurship, but all after the programme presented a complete business plan. The three points that women identified as prohibitive factors were lack of self-confidence, ambition, and knowledge in the fields of patent filing, finance and marketing. Participants were likely to initiate their own start-up in the next five years but had mixed fillings regarding the complexity of the process. Nine months after the course ended, four out of 20 participants have been successful in attracting initial funding to support the initiation of a start-up involving protected intellectual property and managed to secure an award to provide them with office space to build their company. The long-term impact of this training programme will need to be followed. Entrepreneurial training is crucial to be embedded in curricula for postgraduate and if possible undergraduate students to pursue a major transformation targeting the STEM-related fields in Higher Education to enable women in becoming key participants and leaders in the Industry 4.0 era