Distributed multivariate regression with unknown noise covariance in the presence of outliers: an MDL approach

We consider the problem of estimating the coefficients in a multivariable linear model by means of a wireless sensor network which may be affected by anomalous measurements. The noise covariance matrices at the different sensors are assumed unknown. Treating outlying samples, and their support, as additional nuisance parameters, the Maximum Likelihood estimate is investigated, with the number of outliers being estimated according to the Minimum Description Length principle. A distributed implementation based on iterative consensus techniques is then proposed, and it is shown effective for managing outliers in the data.Peer ReviewedPostprint (author's final draft

Estructura de los cuerpos técnicos, métodos de planificación, prácticas metodológicas y gestión de la carga en fútbol

Soccer performance depends on several interrelated factors regarding technical, tactical, physical and psychological areas. Over the last decades there was an increase in match congestion.The increased match frequency and the associated injury risk have highlighted the importance of physical condition, increasing the need to implement new training methodologies with a special focus on load and fatigue management, as well as non-specific complementary training.The main objective of this study was to provide information on the structure and characteristics of the technical staffs, the methodological training practices, as well as the workload and fatigue control methods used in soccer, examining possible differences based on gender, category and competitive level. 190 soccer teams from 20 different countries participated in the study, by answering a survey.The results reveal that there are differences in the structure of the technical staff, the planning models, the methodology and the workload control depending on the category and the competitive level. Gender only appears as a discriminating variable, in relation to the most used complementary training contents.The weekly microcycle is the preferred planning model (80.89%), regardless the competitive level. However, in lower categories, medium and long term periodization are also used (23.80%). The weekly volume of complementary training increases as category (p=0.000) and competitive level (p=0.000) does. Strength training is the most used nonspecific content (84.89%). However, its importance is reduced in lower categories (38.5%). Load and fatigue control are only extended among teams of superior category (p=0.000) and competitive level (p=0.000)

DISEÑO E IMPLEMENTACIÓN DE CURSOS VIRTUALES DE APRENDIZAJE BASADOS EN ESTÁNDARES EDUCATIVOS

RESUMEN El propósito de este trabajo de investigación es mostrar el proceso de diseño e implementación de cursos virtuales de aprendizaje basados en LTSAy las especificaciones IMS LEARNING DESIGN e IMS-CONTENT PACKAGING, como estrategia clave para la construcción de escenarios virtuales de aprendizaje que se caractericen por ser reusables, de fácil mantenimiento y tengan aproximaciones reales para ser integrados con otros tipos de sistemas de la misma categoría, es decir, sean interoperables, además, estén fundamentados en estructuras curriculares que propendan por el desarrollo de cursos que se caractericen por ser: didácticos, interactivo, colaborativo y centrado en el aprendizaje del alumno. El proceso de diseño de cursos virtuales de aprendizaje se inicia a partir de la caracterización de los estudiantes, y de las necesidades de los docentes. El diseño define los elementos relevantes que son necesarios para una interfaz y navegación apropiada. El proceso de implementación incluye el mapeo de los estándares educativos a la estructura curricular de los cursos virtuales, además, se utiliza XSLT para transformar el manifiesto, DOM y PHPpara programar el árbol de contenidos. La evaluación del curso piloto permitió mejorarlo desde el punto de vista funcional, de interfaz y metodológico. Los logros más relevantes de este trabajo son el interés de los docentes hacia el diseño de cursos virtuales, y la definición de un plan institucional para la implementación de una política de incorporación de las TICs a procesos educativos.   PALABRAS CLAVESEstándares EducativosLTSAIMS LEARNING DESIGNIMS CONTENT PACKAGINGCursos VirtualesABSTRACTThe purpose of this research is to examine the process of design and implementation of virtual courses based on LTSA and the technical characteristics of IMS Learning Design and IMS-Content Packaging, as a key strategy for the development of virtual learning scenarios characterized by being reusable, easy maintenance and with approaches realistic so as to be integrated into other types of systems within the same category, that is to say, interoperative as well as based on curricular structures intended for the development of courses characterized by being: didactic, interactive, cooperative and student centered. The process of designing virtual courses is initiated on recognizing students and teachers needs. Design should  specify the elements relevant for appropiate interface and navigation. The process of implementation includes mapping of educational standards to the curricular structure of virtual courses. XSLT is also used to transform the manifesto, DOM and PHP to program the tree of contents. The evaluation of the pilot course allowed an improvement on methodological, interface and fuctional areas. The most relevant achievements in this work are the teachers interest towards the design of virtual courses and the statement of an institutional plan for a  policy of inclusion of TICs into educational processes.KEYWORDSEducational standardsLTSAIMS LEARNING DESIGNIMS CONTENT PACKAGINGVirtual Courses

DISEÑO E IMPLEMENTACIÓN DE CURSOS VIRTUALES DE APRENDIZAJE BASADOS EN ESTÁNDARES EDUCATIVOS

RESUMEN El propósito de este trabajo de investigación es mostrar el proceso de diseño e implementación de cursos virtuales de aprendizaje basados en LTSAy las especificaciones IMS LEARNING DESIGN e IMS-CONTENT PACKAGING, como estrategia clave para la construcción de escenarios virtuales de aprendizaje que se caractericen por ser reusables, de fácil mantenimiento y tengan aproximaciones reales para ser integrados con otros tipos de sistemas de la misma categoría, es decir, sean interoperables, además, estén fundamentados en estructuras curriculares que propendan por el desarrollo de cursos que se caractericen por ser: didácticos, interactivo, colaborativo y centrado en el aprendizaje del alumno. El proceso de diseño de cursos virtuales de aprendizaje se inicia a partir de la caracterización de los estudiantes, y de las necesidades de los docentes. El diseño define los elementos relevantes que son necesarios para una interfaz y navegación apropiada. El proceso de implementación incluye el mapeo de los estándares educativos a la estructura curricular de los cursos virtuales, además, se utiliza XSLT para transformar el manifiesto, DOM y PHPpara programar el árbol de contenidos. La evaluación del curso piloto permitió mejorarlo desde el punto de vista funcional, de interfaz y metodológico. Los logros más relevantes de este trabajo son el interés de los docentes hacia el diseño de cursos virtuales, y la definición de un plan institucional para la implementación de una política de incorporación de las TICs a procesos educativos.   PALABRAS CLAVESEstándares EducativosLTSAIMS LEARNING DESIGNIMS CONTENT PACKAGINGCursos VirtualesABSTRACTThe purpose of this research is to examine the process of design and implementation of virtual courses based on LTSA and the technical characteristics of IMS Learning Design and IMS-Content Packaging, as a key strategy for the development of virtual learning scenarios characterized by being reusable, easy maintenance and with approaches realistic so as to be integrated into other types of systems within the same category, that is to say, interoperative as well as based on curricular structures intended for the development of courses characterized by being: didactic, interactive, cooperative and student centered. The process of designing virtual courses is initiated on recognizing students and teachers needs. Design should  specify the elements relevant for appropiate interface and navigation. The process of implementation includes mapping of educational standards to the curricular structure of virtual courses. XSLT is also used to transform the manifesto, DOM and PHP to program the tree of contents. The evaluation of the pilot course allowed an improvement on methodological, interface and fuctional areas. The most relevant achievements in this work are the teachers interest towards the design of virtual courses and the statement of an institutional plan for a  policy of inclusion of TICs into educational processes.KEYWORDSEducational standardsLTSAIMS LEARNING DESIGNIMS CONTENT PACKAGINGVirtual Courses

Representación social de la educación a distancia en época de Covid 19, en estudiantes universitarios

In the following text, around to the sanitary contingence derivated to the Covid-19, which has obligated the educative institutions to work in the distanced education model, we seek to know which is the Social Representation of the same is, based on based on Social Representation theory of Moscovici (1961), among 100 university students of the east zone of the State of Mexico, Mexico. For that we considered a prototypic and categorial social representation analysis, by Pierre Vergés (1994). It was identified that there are, in general, negative and positive semantic elements to the mentioned phenomena, found in the periferic nucleous of the Social Representation and that, besides, Stress and the badly or minimal conditions to grant access to this kind of education model are the elements of the principal nucleous of the Social Representation.En el presente trabajo, en torno a la contingencia sanitaria por el Covid 19 que ha obligado a las instituciones educativas a impartir clases en el modelo de educación a distancia, buscamos saber cuál es la Representación Social de la misma, partiendo de la teoría de la Representación Social de Moscovici (1961), entre 100 estudiantes universitarios de la zona oriente del Estado de México, en México. Para ello, recurrimos al modelo de análisis Prototípico y Categorial de Representación Social, de Pierre Vergés (1994). Se encontró que existen, en general, elementos semánticos negativos y positivos hacia dicho fenómeno, identificados en los núcleos periféricos de la Representación Social y que, además, el Estrés y las malas o mínimas condiciones para tener acceso a este tipo de educación resultan ser los elementos del núcleo principal de la Representación Social

Representación social de la educación a distancia en época de Covid 19, en estudiantes universitarios

In the following text, around to the sanitary contingence derivated to the Covid-19, which has obligated the educative institutions to work in the distanced education model, we seek to know which is the Social Representation of the same is, based on based on Social Representation theory of Moscovici (1961), among 100 university students of the east zone of the State of Mexico, Mexico. For that we considered a prototypic and categorial social representation analysis, by Pierre Vergés (1994). It was identified that there are, in general, negative and positive semantic elements to the mentioned phenomena, found in the periferic nucleous of the Social Representation and that, besides, Stress and the badly or minimal conditions to grant access to this kind of education model are the elements of the principal nucleous of the Social Representation.En el presente trabajo, en torno a la contingencia sanitaria por el Covid 19 que ha obligado a las instituciones educativas a impartir clases en el modelo de educación a distancia, buscamos saber cuál es la Representación Social de la misma, partiendo de la teoría de la Representación Social de Moscovici (1961), entre 100 estudiantes universitarios de la zona oriente del Estado de México, en México. Para ello, recurrimos al modelo de análisis Prototípico y Categorial de Representación Social, de Pierre Vergés (1994). Se encontró que existen, en general, elementos semánticos negativos y positivos hacia dicho fenómeno, identificados en los núcleos periféricos de la Representación Social y que, además, el Estrés y las malas o mínimas condiciones para tener acceso a este tipo de educación resultan ser los elementos del núcleo principal de la Representación Social

Fatiga de vigilancia (fatigatio vigilantiae) durante epidemias

Se presenta el concepto de "fatiga de vigilancia" (fatigatio vigilantiae) para describir un escenario epidemiológico en el que es evidente el subreporte de casos durante epidemias abrumadoras. Revisamos epidemias pasadas y encontramos que la fatiga de vigilancia es un patrón común, por lo tanto, puede ser un concepto útil en la epidemiología moderna

Tris(2-pyridyl) Bismuthines: Coordination Chemistry, Reactivity, and Anion-Triggered Pyridyl Coupling

Producción CientíficaA series of new tris(2-pyridyl) bismuthine ligands of the type [Bi(2-py′)3] have been prepared, containing a range of substituents at various positions within their pyridyl rings (py′). They can act as intact ligands or, as a result of the low C–Bi bond energy, exhibit noninnocent reactivity in the presence of metal ions. Structural studies of Li+ and Ag+ complexes show that the coordination to metal ions using their pyridyl-N atoms and to anions using the Lewis acidity of their Bi(III) centers can be modified by the presence of substituents within the 2-pyridyl rings, especially at the 6- or 3-positions, which can block the donor-N or Lewis acid Bi sites. Electron withdrawing groups (like CF3 or Br) can also severely reduce their ability to act as ligands to metal ions by reducing the electron donating ability of the pyridyl-N atoms. Noninnocent character is found in the reactions with Cu+ and Cu2+, resulting in the coupling of pyridyl groups to form bipyridines, with the rate of this reaction being dependent on the anion present in the metal salts. This leads to the formation of Bi(III)/Cu(I) complexes containing hypervalent [X2Bi(2-R-py)]− (X = Cl, Br) anions. Alternatively, the tris(2-pyridyl) bismuthine ligands can act as 2-pyridyl transfer reagents, transferring 2-py groups to Au(I) and Fe(II).Ministerio de Ciencia, Innovación y Universidades (project numbers PGC2018-096880-A-I00, MCIU/AEI/FEDER, UE and PGC2018-099470-B-I00,MCIU/AEI/FEDER, UE)Ministerio de Economía, Industria y Competitividad (Project RYC-2015-19035

In silico/in vivo insights into the functional and evolutionary pathway of Pseudomonas aeruginosa oleate-diol synthase. Discovery of a new bacterial di-heme cytochrome C peroxidase subfamily

As previously reported, P. aeruginosa genes PA2077 and PA2078 code for 10S-DOX (10S-Dioxygenase) and 7,10-DS (7,10-Diol Synthase) enzymes involved in long-chain fatty acid oxygenation through the recently described oleate-diol synthase pathway. Analysis of the amino acid sequence of both enzymes revealed the presence of two heme-binding motifs (CXXCH) on each protein. Phylogenetic analysis showed the relation of both proteins to bacterial di-heme cytochrome c peroxidases (Ccps), similar to Xanthomonas sp. 35Y rubber oxidase RoxA. Structural homology modelling of PA2077 and PA2078 was achieved using RoxA (pdb 4b2n) as a template. From the 3D model obtained, presence of significant amino acid variations in the predicted heme-environment was found. Moreover, the presence of palindromic repeats located in enzyme-coding regions, acting as protein evolution elements, is reported here for the first time in P. aeruginosa genome. These observations and the constructed phylogenetic tree of the two proteins, allow the proposal of an evolutionary pathway for P. aeruginosa oleate-diol synthase operon. Taking together the in silico and in vivo results obtained we conclude that enzymes PA2077 and PA2078 are the first described members of a new subfamily of bacterial peroxidases, designated as Fatty acid-di-heme Cytochrome c peroxidases (FadCcp)

Should we use the men load–velocity profile for women in deadlift and hip thrust?

Injuries are common in team sports and can impact both team and individual performance. In particular, hamstring strain injuries are some of the most common injuries. Furthermore, hamstring injury ratios, in number of injuries and total absence days, have doubled in the last 21 seasons in professional soccer. Weakness in hip extensor strength has been identified as a risk factor in elite-level sprinters. In addition, strength imbalances of the hamstring muscle group seem to be a common cause of hamstring strain injuries. In this regard, velocity-based training has been proposed to analyze deficits in the force–velocity profile. Previous studies have shown differences between men and women, since there are biomechanical and neuromuscular differences in the lower limbs between sexes. Therefore, the aim of this study was to compare the load–velocity profile between males and females during two of the most important hip extension exercises: the hip thrust and the deadlift. Sixteen men and sixteen women were measured in an incremental loading test following standard procedures for the hip thrust and deadlift exercises. Pearson’s correlation (r) was used to measure the strength of the correlation between movement velocity and load (%1RM). The differences in the load–velocity relationship between the men and the women were assessed using a 2 (sex) × 15 (load) repeated-measures ANOVA. The main findings revealed that: (I) the load–velocity relationship was always strong and linear in both exercises (R2 range: 0.88–0.94), (II) men showed higher velocities for light loads (30–50%1RM; effect size: 0.9–0.96) than women for the deadlift, but no significant differences were found for the hip thrust. Based on the results of this study, the load–velocity equations seem to be sex-specific. Therefore, we suggest that using sex-specific equations to analyze deficits in the force–velocity profile would be more effective to control intensity in the deadlift exercis