MIDAS: Automated Approach to Design Microwave Integrated Inductors and Transformers on Silicon

The design of modern radiofrequency integrated circuits on silicon operating at microwave and millimeter-waves requires the integration of several spiral inductors and transformers that are not commonly available in the process design-kits of the technologies. In this work we present an auxiliary CAD tool for Microwave Inductor (and transformer) Design Automation on Silicon (MIDAS) that exploits commercial simulators and allows the implementation of an automatic design flow, including three-dimensional layout editing and electromagnetic simulations. In detail, MIDAS allows the designer to derive a preliminary sizing of the inductor (transformer) on the bases of the design entries (specifications). It draws the inductor (transformer) layers for the specific process design kit, including vias and underpasses, with or without patterned ground shield, and launches the electromagnetic simulations, achieving effective design automation with respect to the traditional design flow for RFICs. With the present software suite the complete design time is reduced significantly (typically 1 hour on a PC based on Intel® Pentium® Dual 1.80GHz CPU with 2-GB RAM). Afterwards both the device equivalent circuit and the layout are ready to be imported in the Cadence environment

El aprendizaje colaborativo: Bases teóricas y estrategias aplicables en la enseñanza universitaria

Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity organization; study and appropriation of bibliographic information; conceptual development; collective writing. These strategies proposed (designed to stimulate the collaboration between 2, 4 and exceptionally, 6 or 8 students) are not the only possible strategies, they can be combined with the ones the teacher might suggest. The strict pattern of each strategy is a characteristic of the proposal. The teacher is also encouraged to benchmark the results obtained using each strategy and those obtained using individual or non-collaborative strategies. Finally, conclusions and recommendations for the implementation of these strategies are discussed.El Aprendizaje Colaborativo es un constructo que identifica un campo de fuerte actualidad, tanto en educación presencial como virtual. En primer lugar, se analizan las tres fuentes teóricas convergentes: la teoría del conflicto sociocognitivo, la teoría de la intersubjetividad y la teoría de la cognición distribuida. En segundo lugar, se presenta un modelo propio de estrategias que el docente puede implementar para desarrollar la colaboración sociocognitiva. Dicho modelo integra y sistematiza diversas técnicas de animación grupal con fines académicos desarrolladas dentro del campo del Aprendizaje Colaborativo. Precisamente es esta integración, dentro de una intención didáctica coherente y unificada, la que habilita hablar de estrategias más que de técnicas sueltas y disociadas. Se describe concretamente cada una de las estrategias, las que se refieren a seis ejes: Estímulo del diálogo, la escucha del otro y la evaluación recíproca; Colaboración para la negociación y creación de consenso; Organización de la actividad; Estudio y apropiación de la información bibliográfica; Elaboración conceptual; Escritura colectiva. Las estrategias propuestas (pensadas para estimular la colaboración entre dos, tres, cuatro y, excepcionalmente, seis u ocho estudiantes) no son las únicas posibles; se pueden combinar o asociarse con variaciones que el propio docente puede crear. Una característica de la propuesta es la estricta pautación de cada estrategia. También se alienta al docente a evaluar comparativamente los logros de aprendizaje obtenidos con cada estrategia con los obtenidos con modalidades individuales o no colaborativas. Finalmente, se exponen conclusiones y recomendaciones para la implementación de dichas estrategias

Quantum field corrections to the equation of state of freely streaming matter in the Friedman-Lemaitre-Robertson-Walker space-time

We calculate the energy density and pressure of a scalar field after its decoupling from a thermal bath in the spatially flat Friedman-Lema\^itre-Robertson-Walker space-time, within the framework of quantum statistical mechanics. By using the density operator determined by the condition of local thermodynamic equilibrium, we calculate the mean value of the stress-energy tensor of a real scalar field by subtracting the vacuum expectation value at the time of the decoupling. The obtained expressions of energy density and pressure involve corrections with respect to the classical free-streaming solution of the relativistic Boltzmann equation, which may become relevant even at long times.Comment: 18 pages, 1 figure; finally published versio

Los sistemas de interacción generados por la impronta didáctica del docente

The current study aimed to identify and analyze the systems of interaction implemented by teachers in university classes, based on their teaching imprints. It focused on the interactions occurred in scholar natural contexts and the construction of knowledge based on said interaction. A form to observe the different behaviors was designed in order to register the interaction during practical sessions. Six classes and their teachers, from two different epistemic areas (Psychology and Physics), were observed, and the results were analyzed in order to describe the characteristics of the classes and the type of interactions that take place in them. Based on a global qualitative analysis of the classes, three basic types of interaction were detected: collaborative, guided participative and expositive. Beyond the characteristics detected, it is stated that no matter the interaction system, teachers aim to increase the students’ knowledge in all cases.El objetivo de este estudio exploratorio y descriptivo fue identificar y analizar los sistemas de interacción que los docentes generan en las clases universitarias a partir de sus improntas didácticas. El énfasis está puesto en las interacciones que se producen en un contexto natural de clases y en la construcción del conocimiento en función de dicha interacción. Con este objetivo se diseñó una planilla de observación de los comportamientos que fue aplicada en clases prácticas para detectar las características de la interacción. Se observaron seis clases, con sus respectivos docentes, de dos epistemes diferentes (Psicología y Física). Las observaciones fueron analizadas con el objetivo de describir las características de las clases y los tipos de interacciones. En base a un análisis global cualitativo de las clases, se detectaron tres tipos básicos de interacción: colaborativa, participativa guiada y expositiva. Los resultados indican que el tipo didáctico impuesto por el docente es variable, lo que habla de stilos que dependen altamente del mismo. Igualmente, más allá de las características detectadas, se sostiene que cualquiera sea el sistema de interacción desarrollado, en todos los casos, los docentes apuntan a lograr un mejor conocimiento por parte de los estudiantes.El objetivo de este estudio exploratorio y descriptivo fue identificar y analizar los sistemas de interacción que los docentes generan en las clases universitarias a partir de sus improntas didácticas. El énfasis está puesto en las interacciones que se producen en un contexto natural de clases y en la construcción del conocimiento en función de dicha interacción. Con este objetivo se diseñó una planilla de observación de los comportamientos que fue aplicada en clases prácticas para detectar las características de la interacción. Se observaron seis clases, con sus respectivos docentes, de dos epistemes diferentes (Psicología y Física). Las observaciones fueron analizadas con el objetivo de describir las características de las clases y los tipos de interacciones. En base a un análisis global cualitativo de las clases, se detectaron tres tipos básicos de interacción: colaborativa, participativa guiada y expositiva. Los resultados indican que el tipo didáctico impuesto por el docente es variable, lo que habla de estilos que dependen altamente del mismo. Igualmente, más allá de las características detectadas, se sostiene que cualquiera sea el sistema de interacción desarrollado, en todos los casos, los docentes apuntan a lograr un mejor conocimiento por parte de los estudiantes

Los sistemas de interacción generados por la impronta didáctica del docente

The current study aimed to identify and analyze the systems of interaction implemented by teachers in university classes, based on their teaching imprints. It focused on the interactions occurred in scholar natural contexts and the construction of knowledge based on said interaction. A form to observe the different behaviors was designed in order to register the interaction during practical sessions. Six classes and their teachers, from two different epistemic areas (Psychology and Physics), were observed, and the results were analyzed in order to describe the characteristics of the classes and the type of interactions that take place in them. Based on a global qualitative analysis of the classes, three basic types of interaction were detected: collaborative, guided participative and expositive. Beyond the characteristics detected, it is stated that no matter the interaction system, teachers aim to increase the students’ knowledge in all cases.El objetivo de este estudio exploratorio y descriptivo fue identificar y analizar los sistemas de interacción que los docentes generan en las clases universitarias a partir de sus improntas didácticas. El énfasis está puesto en las interacciones que se producen en un contexto natural de clases y en la construcción del conocimiento en función de dicha interacción. Con este objetivo se diseñó una planilla de observación de los comportamientos que fue aplicada en clases prácticas para detectar las características de la interacción. Se observaron seis clases, con sus respectivos docentes, de dos epistemes diferentes (Psicología y Física). Las observaciones fueron analizadas con el objetivo de describir las características de las clases y los tipos de interacciones. En base a un análisis global cualitativo de las clases, se detectaron tres tipos básicos de interacción: colaborativa, participativa guiada y expositiva. Los resultados indican que el tipo didáctico impuesto por el docente es variable, lo que habla de stilos que dependen altamente del mismo. Igualmente, más allá de las características detectadas, se sostiene que cualquiera sea el sistema de interacción desarrollado, en todos los casos, los docentes apuntan a lograr un mejor conocimiento por parte de los estudiantes.El objetivo de este estudio exploratorio y descriptivo fue identificar y analizar los sistemas de interacción que los docentes generan en las clases universitarias a partir de sus improntas didácticas. El énfasis está puesto en las interacciones que se producen en un contexto natural de clases y en la construcción del conocimiento en función de dicha interacción. Con este objetivo se diseñó una planilla de observación de los comportamientos que fue aplicada en clases prácticas para detectar las características de la interacción. Se observaron seis clases, con sus respectivos docentes, de dos epistemes diferentes (Psicología y Física). Las observaciones fueron analizadas con el objetivo de describir las características de las clases y los tipos de interacciones. En base a un análisis global cualitativo de las clases, se detectaron tres tipos básicos de interacción: colaborativa, participativa guiada y expositiva. Los resultados indican que el tipo didáctico impuesto por el docente es variable, lo que habla de estilos que dependen altamente del mismo. Igualmente, más allá de las características detectadas, se sostiene que cualquiera sea el sistema de interacción desarrollado, en todos los casos, los docentes apuntan a lograr un mejor conocimiento por parte de los estudiantes

In vitro and in vivo selection of potentially probiotic lactobacilli from Nocellara del Belice table olives

Table olives are increasingly recognized as a vehicle as well as a source of probiotic bacteria, especially those fermented with traditional procedures based on the activity of indigenous microbial consortia, originating from local environments. In the present study, we report characterization at the species level of 49 Lactic Acid Bacteria (LAB) strains deriving from Nocellara del Belice table olives fermented with the Spanish or Castelvetrano methods, recently isolated in our previous work. Ribosomal 16S DNA analysis allowed identification of 4 Enterococcus gallinarum, 3 E. casseliflavus, 14 Leuconostoc mesenteroides, 19 Lactobacillus pentosus, 7 L. coryniformis, and 2 L. oligofermentans. The L. pentosus and L. coryniformis strains were subjected to further screening to evaluate their probiotic potential, using a combination of in vitro and in vivo approaches. The majority of them showed high survival rates under in vitro simulated gastro-intestinal conditions, and positive antimicrobial activity against Salmonella enterica serovar Typhimurium, Listeria monocytogenes and enterotoxigenic Escherichia coli (ETEC) pathogens. Evaluation of antibiotic resistance to ampicillin, tetracycline, chloramphenicol, or erythromycin was also performed for all selected strains. Three L. coryniformis strains were selected as very good performers in the initial in vitro testing screens, they were antibiotic susceptible, as well as capable of inhibiting pathogen growth in vitro. Parallel screening employing the simplified model organism Caenorhabditis elegans, fed the Lactobacillus strains as a food source, revealed that one L. pentosus and one L. coryniformis strains significantly induced prolongevity effects and protection from pathogen-mediated infection. Moreover, both strains displayed adhesion to human intestinal epithelial Caco-2 cells and were able to outcompete foodborne pathogens for cell adhesion. Overall, these results are suggestive of beneficial features for novel LAB strains, which renders them promising candidates as starters for the manufacturing of fermented table olives with probiotic added value

Il Monitoraggio sismici della Valtiberina: l'attivita' svolta dall'INGV nell'ambito della convenzione con la Regione Toscana

Nel corso degli ultimi tre anni la Valtiberina Toscana è stata oggetto di una convenzione fra Regione Toscana e INGV riguardante il monitoraggio sismico e la valutazione di pericolosità dei centri urbani maggiormente significativi dell’area. L’attività, svolta principalmente dall’Osservatorio sismologico di Arezzo, si è sviluppata su diverse tematiche: • Ricerca dei siti per l’installazione di tre stazioni sismiche permanenti facenti parte della Rete Sismica Nazionale; • Individuazione del sito e installazione di una stazione sismica in pozzo nell’area urbana di Sansepolcro; • Installazione di una rete sismica urbana per lo studio delle amplificazioni locali nella città di Sansepolcro • Esperimento di caratterizzazione della risposta sismica locale della Valle Verranno presentate le attività svolte e i risultati ottenuti dagli esperimenti realizzati. Le attività descritte sono state realizzate nell’ambito della Convenzione fra Regione Toscana e INGV denominata: “Monitoraggio sismico e valutazione della pericolosità sismica in centri urbani significativi dei comuni della Valtiberina

A snapshot of the Northern Apennines (Italy) seismicity, merging catalogue and new seismic data

In this paper we present the seismicity analysis of a small sector of the Northern Apennines in 27 terms of spatio-temporal distribution, merging data from the Italian seismic bulletin with new 28 data collected by temporal seismic networks. Our attention is focused on the region enclosed 29 between Toscana, Umbria, Marche and Emilia-Romagna. This area is mainly characterized by a 30 diffuse seismicity, partly clustered in small sequences (Mw < 4.7). Improved seismicity locations, 31 together with stress field analysis allows to characterize the manner of seismogenic stress release 32 in the area. Two regions of significantly different seismic release behavior could be 33 distinguished: (i) the inner/western part (Tuscan side) of the study area, where seismicity is 34 clustered at shallow depths (<18 km) and where strong earthquakes occurred in the past, (ii) the 35 outer(eastern) part (Marche side), where the seismicity is diffuse across all of the crustal volume, 36 reaching depths of down to 30 km. 37 Along the Apenninic chain, seismicity is nearly absent inside well defined zones. In our opinion, 38 these peculiarities of seismicity release could be related to the heterogeneity of crustal volume 39 and to the transition between Tyrrhenian and Adriatic domains

Efficacy of nicotine administration on obsessions and compulsions in OCD. a systematic review

Background: Preliminary studies have tested nicotine as a novel treatment for OCD patients who respond partially/ incompletely or not at all to frst and second-line treatment strategies, with the former represented by SSRIs or clomipramine, and the latter by switching to another SSRI, or augmentation with atypical antipsychotics, and/or combination with/switching to cognitive–behavioural therapy. Some studies found nicotine-induced reduction of obsessive thoughts and/or compulsive behaviour in OCD patients. We aimed to evaluate the efcacy of nicotine administration in OCD patients. Methods: We searched the PubMed, ScienceDirect Scopus, CINHAL, Cochrane, PsycINFO/PsycARTICLES, and EMBASE databases from inception to the present for relevant papers. The ‘Preferred Reporting Items for Systematic Review and Meta-Analyses’ (PRISMA) standards were used. We included all studies focusing on the efects of nicotine administration on OCD patients’ obsessions or compulsions. Studies could be open-label, cross-sectional, randomized controlled trials, case series or case reports. Results: A total of fve studies could be included. Nicotine administration may ameliorate behavioural features and recurrent thoughts of severe, treatment-resistant OCD patients; however, in one study it was not associated with OC symptom improvement or cognitive enhancement across various executive function subdomains. Conclusions: Although encouraging, the initial positive response from the use of nicotine in OCD needs testing in large controlled studies. This, however, raises ethical issues related to nicotine administration, due to its addiction potential, which were not addressed in the limited literature we examined. As an alternative, novel treatments with drugs able to mimic only the positive efects of nicotine could be implemented

Obesity and common pathways of cancer and cardiovascular disease

Abstract Obesity is constantly increasing worldwide due to the progressive globalization of sedentary lifestyle and diet rich in lipids and processed food. Cardiovascular complications and cancer are the two most fearsome long-term sequelae of obesity that justify the recent definition of this threaten as 'obesity epidemic'. Shared biological pathways can be recognized for obesity-induced cardiovascular and oncological complications that might prompt targeted interventions with potentially double beneficial effect. The present review aims at summarizing main common biological pathways linking obesity with cardiovascular diseases and cancer in order to provide a research framework within which therapeutic strategies might have at the same time cardiovascular-protective and cancer-preventive effects