Monoid graphs and generalized Petersen graphs

Treballs Finals de Grau de Matemàtiques, Facultat de Matemàtiques, Universitat de Barcelona, Any: 2023, Director: Kolja Knauer[en] First, a wide definition of Cayley graphs is presented. We focus on the notion of monoid graph: a graph is a monoid graph if it is isomorphic to the underlying graph of the Cayley graph $\operatorname{Cay}(M, C)$ of some monoid $M$ with some connection set $C \subseteq M$. Secondly, the family of Generalized Petersen Graphs $G(n, k)$ is presented. We study the open question whether every Generalized Petersen Graph is a monoid graph, and we focus on the smallest one for which the question remains unanswered: $G(7,2)$. Finally, we explore the feasibility of using the computer to search for a possible monoid for $G(7,2)$. We conclude that it is not viable to check all the possibilities with the proposed algorithms. Nevertheless, we are able to provide a computer-assisted proof that if $G(7,2)$ is a monoid graph then the connection set $C$ does not have any invertible element

Una experiència d'aprenentatge basada en projectes en l'àmbit de la informàtica

En aquest treball es presenta l'adaptació a l'EEES de les assignatures de Algorismes i Programació (AP) i Llenguatges de Programació (LP) de la titulació d'Enginyeria Informàtica de la UAB. Per a aquesta adaptació s'ha utilitzat, entre d'altres, una metodologia d'aprenentatge basada en un projecte comú. AP engloba coneixements teòrics sobre anàlisi i disseny d'algorismes, mentre que a LP es treballa el llenguatge de programació C i la seva aplicació pràctica. Tradicionalment aquestes dues assignatures s'han tractat de forma independent malgrat que els seus continguts són complementaris. Amb la finalitat de treure un benefici d'aquesta vinculació es va decidir coordinar els seus programes. A més, per a potenciar la transferència de coneixements d'una assignatura a l'altra es proposa desenvolupar un projecte comú al llarg del curs. D'aquesta manera s'aconsegueix de forma més natural que AP i LP comparteixin un mateix fil argumental i a la vegada els alumnes adquireixen una visió més global dels fonaments de la programació. A l'inici del curs es proposa un enunciat genèric que presenta el projecte sense especificar què aportarà cada assignatura a la seva resolució. Els projectes que es plantegen intenten ser atractius pels alumnes per tal de motivar-los. Per això, bàsicament es proposa la programació de jocs. A mesura que el curs avança es van detallant els passos que cal seguir a nivell de disseny (AP) i a nivell d'implementació (LP) per a construir la solució final. La implementació d'aquesta metodologia ha estat molt satisfactòria i s'ha observat un major interès per part dels alumnes. A més, ha descendit el nombre de no presentats i ha pujat el nombre d'aprovats i la nota mitjana. In this work we describe part of the process carried out to adapt to the EEES two subjects (Algorithms and Programming - AP and Programming Languages - LP) of the degree on Computer Science at UAB. The adaptation is based on the utilization of a Project-Based Learning methodology.AP is a subject devoted to explain the theoretical basis of the analysis and design of algorithms, whereas LP applies these theoretical concepts using the C programming language. In the past, both subjects were seen as independent units although their contents are clearly complementary. In order to exploit this complementarity we decided to work towards a greater coordination of activities. The basis of this coordination is the development of a common programming project along all the semester. In this way, both subjects share the same piece of work and the students can acquire a global view of the programming basis. At the beginning of the semester we propose a generic problem that the students must solve and implement. We try to propose projects that can be appealing and motivating to the students. A good source of inspiration for that is programming videogames. As the semester advances we provide more details about the work to be done at the level of the design of the algorithm (AP) and at the level of programming in C (LP). The results of using this methodology are quite satisfactory. We have observed a greater interest and motivation of the students. Besides we have also quantitatively improved the academic results

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

The evolving SARS-CoV-2 epidemic in Africa: Insights from rapidly expanding genomic surveillance

INTRODUCTION Investment in Africa over the past year with regard to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) sequencing has led to a massive increase in the number of sequences, which, to date, exceeds 100,000 sequences generated to track the pandemic on the continent. These sequences have profoundly affected how public health officials in Africa have navigated the COVID-19 pandemic. RATIONALE We demonstrate how the first 100,000 SARS-CoV-2 sequences from Africa have helped monitor the epidemic on the continent, how genomic surveillance expanded over the course of the pandemic, and how we adapted our sequencing methods to deal with an evolving virus. Finally, we also examine how viral lineages have spread across the continent in a phylogeographic framework to gain insights into the underlying temporal and spatial transmission dynamics for several variants of concern (VOCs). RESULTS Our results indicate that the number of countries in Africa that can sequence the virus within their own borders is growing and that this is coupled with a shorter turnaround time from the time of sampling to sequence submission. Ongoing evolution necessitated the continual updating of primer sets, and, as a result, eight primer sets were designed in tandem with viral evolution and used to ensure effective sequencing of the virus. The pandemic unfolded through multiple waves of infection that were each driven by distinct genetic lineages, with B.1-like ancestral strains associated with the first pandemic wave of infections in 2020. Successive waves on the continent were fueled by different VOCs, with Alpha and Beta cocirculating in distinct spatial patterns during the second wave and Delta and Omicron affecting the whole continent during the third and fourth waves, respectively. Phylogeographic reconstruction points toward distinct differences in viral importation and exportation patterns associated with the Alpha, Beta, Delta, and Omicron variants and subvariants, when considering both Africa versus the rest of the world and viral dissemination within the continent. Our epidemiological and phylogenetic inferences therefore underscore the heterogeneous nature of the pandemic on the continent and highlight key insights and challenges, for instance, recognizing the limitations of low testing proportions. We also highlight the early warning capacity that genomic surveillance in Africa has had for the rest of the world with the detection of new lineages and variants, the most recent being the characterization of various Omicron subvariants. CONCLUSION Sustained investment for diagnostics and genomic surveillance in Africa is needed as the virus continues to evolve. This is important not only to help combat SARS-CoV-2 on the continent but also because it can be used as a platform to help address the many emerging and reemerging infectious disease threats in Africa. In particular, capacity building for local sequencing within countries or within the continent should be prioritized because this is generally associated with shorter turnaround times, providing the most benefit to local public health authorities tasked with pandemic response and mitigation and allowing for the fastest reaction to localized outbreaks. These investments are crucial for pandemic preparedness and response and will serve the health of the continent well into the 21st century

Una experiència d'aprenentatge basada en projectes en l'àmbit de la informàtica

En aquest treball es presenta l'adaptació a l'EEES de les assignatures de Algorismes i Programació (AP) i Llenguatges de Programació (LP) de la titulació d'Enginyeria Informàtica de la UAB. Per a aquesta adaptació s'ha utilitzat, entre d'altres, una metodologia d'aprenentatge basada en un projecte comú. AP engloba coneixements teòrics sobre anàlisi i disseny d'algorismes, mentre que a LP es treballa el llenguatge de programació C i la seva aplicació pràctica. Tradicionalment aquestes dues assignatures s'han tractat de forma independent malgrat que els seus continguts són complementaris. Amb la finalitat de treure un benefici d'aquesta vinculació es va decidir coordinar els seus programes. A més, per a potenciar la transferència de coneixements d'una assignatura a l'altra es proposa desenvolupar un projecte comú al llarg del curs. D'aquesta manera s'aconsegueix de forma més natural que AP i LP comparteixin un mateix fil argumental i a la vegada els alumnes adquireixen una visió més global dels fonaments de la programació. A l'inici del curs es proposa un enunciat genèric que presenta el projecte sense especificar què aportarà cada assignatura a la seva resolució. Els projectes que es plantegen intenten ser atractius pels alumnes per tal de motivar-los. Per això, bàsicament es proposa la programació de jocs. A mesura que el curs avança es van detallant els passos que cal seguir a nivell de disseny (AP) i a nivell d'implementació (LP) per a construir la solució final. La implementació d'aquesta metodologia ha estat molt satisfactòria i s'ha observat un major interès per part dels alumnes. A més, ha descendit el nombre de no presentats i ha pujat el nombre d'aprovats i la nota mitjana. In this work we describe part of the process carried out to adapt to the EEES two subjects (Algorithms and Programming - AP and Programming Languages - LP) of the degree on Computer Science at UAB. The adaptation is based on the utilization of a Project-Based Learning methodology.AP is a subject devoted to explain the theoretical basis of the analysis and design of algorithms, whereas LP applies these theoretical concepts using the C programming language. In the past, both subjects were seen as independent units although their contents are clearly complementary. In order to exploit this complementarity we decided to work towards a greater coordination of activities. The basis of this coordination is the development of a common programming project along all the semester. In this way, both subjects share the same piece of work and the students can acquire a global view of the programming basis. At the beginning of the semester we propose a generic problem that the students must solve and implement. We try to propose projects that can be appealing and motivating to the students. A good source of inspiration for that is programming videogames. As the semester advances we provide more details about the work to be done at the level of the design of the algorithm (AP) and at the level of programming in C (LP). The results of using this methodology are quite satisfactory. We have observed a greater interest and motivation of the students. Besides we have also quantitatively improved the academic results

Liraglutide and Renal Outcomes in Type 2 Diabetes.

BACKGROUND: In a randomized, controlled trial that compared liraglutide, a glucagon-like peptide 1 analogue, with placebo in patients with type 2 diabetes and high cardiovascular risk who were receiving usual care, we found that liraglutide resulted in lower risks of the primary end point (nonfatal myocardial infarction, nonfatal stroke, or death from cardiovascular causes) and death. However, the long-term effects of liraglutide on renal outcomes in patients with type 2 diabetes are unknown. METHODS: We report the prespecified secondary renal outcomes of that randomized, controlled trial in which patients were assigned to receive liraglutide or placebo. The secondary renal outcome was a composite of new-onset persistent macroalbuminuria, persistent doubling of the serum creatinine level, end-stage renal disease, or death due to renal disease. The risk of renal outcomes was determined with the use of time-to-event analyses with an intention-to-treat approach. Changes in the estimated glomerular filtration rate and albuminuria were also analyzed. RESULTS: A total of 9340 patients underwent randomization, and the median follow-up of the patients was 3.84 years. The renal outcome occurred in fewer participants in the liraglutide group than in the placebo group (268 of 4668 patients vs. 337 of 4672; hazard ratio, 0.78; 95% confidence interval [CI], 0.67 to 0.92; P=0.003). This result was driven primarily by the new onset of persistent macroalbuminuria, which occurred in fewer participants in the liraglutide group than in the placebo group (161 vs. 215 patients; hazard ratio, 0.74; 95% CI, 0.60 to 0.91; P=0.004). The rates of renal adverse events were similar in the liraglutide group and the placebo group (15.1 events and 16.5 events per 1000 patient-years), including the rate of acute kidney injury (7.1 and 6.2 events per 1000 patient-years, respectively). CONCLUSIONS: This prespecified secondary analysis shows that, when added to usual care, liraglutide resulted in lower rates of the development and progression of diabetic kidney disease than placebo. (Funded by Novo Nordisk and the National Institutes of Health; LEADER ClinicalTrials.gov number, NCT01179048 .)

Enhanced infection prophylaxis reduces mortality in severely immunosuppressed HIV-infected adults and older children initiating antiretroviral therapy in Kenya, Malawi, Uganda and Zimbabwe: the REALITY trial

Meeting abstract FRAB0101LB from 21st International AIDS Conference 18–22 July 2016, Durban, South Africa. Introduction: Mortality from infections is high in the first 6 months of antiretroviral therapy (ART) among HIV‐infected adults and children with advanced disease in sub‐Saharan Africa. Whether an enhanced package of infection prophylaxis at ART initiation would reduce mortality is unknown. Methods: The REALITY 2×2×2 factorial open‐label trial (ISRCTN43622374) randomized ART‐naïve HIV‐infected adults and children >5 years with CD4 <100 cells/mm3. This randomization compared initiating ART with enhanced prophylaxis (continuous cotrimoxazole plus 12 weeks isoniazid/pyridoxine (anti‐tuberculosis) and fluconazole (anti‐cryptococcal/candida), 5 days azithromycin (anti‐bacterial/protozoal) and single‐dose albendazole (anti‐helminth)), versus standard‐of‐care cotrimoxazole. Isoniazid/pyridoxine/cotrimoxazole was formulated as a scored fixed‐dose combination. Two other randomizations investigated 12‐week adjunctive raltegravir or supplementary food. The primary endpoint was 24‐week mortality. Results: 1805 eligible adults (n = 1733; 96.0%) and children/adolescents (n = 72; 4.0%) (median 36 years; 53.2% male) were randomized to enhanced (n = 906) or standard prophylaxis (n = 899) and followed for 48 weeks (3.8% loss‐to‐follow‐up). Median baseline CD4 was 36 cells/mm3 (IQR: 16–62) but 47.3% were WHO Stage 1/2. 80 (8.9%) enhanced versus 108(12.2%) standard prophylaxis died before 24 weeks (adjusted hazard ratio (aHR) = 0.73 (95% CI: 0.54–0.97) p = 0.03; Figure 1) and 98(11.0%) versus 127(14.4%) respectively died before 48 weeks (aHR = 0.75 (0.58–0.98) p = 0.04), with no evidence of interaction with the two other randomizations (p > 0.8). Enhanced prophylaxis significantly reduced incidence of tuberculosis (p = 0.02), cryptococcal disease (p = 0.01), oral/oesophageal candidiasis (p = 0.02), deaths of unknown cause (p = 0.02) and (marginally) hospitalisations (p = 0.06) but not presumed severe bacterial infections (p = 0.38). Serious and grade 4 adverse events were marginally less common with enhanced prophylaxis (p = 0.06). CD4 increases and VL suppression were similar between groups (p > 0.2). Conclusions: Enhanced infection prophylaxis at ART initiation reduces early mortality by 25% among HIV‐infected adults and children with advanced disease. The pill burden did not adversely affect VL suppression. Policy makers should consider adopting and implementing this low‐cost broad infection prevention package which could save 3.3 lives for every 100 individuals treated